Too Much of a Good Thing - Broward County Public Schools...Too Much of a Good Thing by Sybil Parrish 1 Zelda pressed the button on the spaceship’s food maker. Normally, a food maker

Go On

©Curriculum Associates, LLC Copying is not permitted.25Assessment 2

Assessment 2

SeSSion 1

read the story. Then answer the questions that follow it.

Too Much of a Good Thingby Sybil Parrish

1 Zelda pressed the button on the spaceship’s food maker. Normally, a food maker could make anything you wanted. All you had to do was say pizza, popcorn, or whatever and press a button. Then it would make whatever you had asked for instantly. But the food maker on the spaceship had been broken for days. Now it would only make ice cream. And the ship was still over a week away from her grandparents’ planet.

2 “Yum! This is great,” said Zelda, grinning. She sat down at the table with a heaping bowl of chocolate ice cream.

©Curriculum Associates, LLC Copying is not permitted.26 Assessment 2

3 “Well, I for one am getting tired of ice cream,” grumbled Zelda’s dad. “A bowl of soup would taste great about now!”

4 Zelda’s sister Anka piped up. “How can anyone get tired of ice cream? This is like a dream come true!”

5 Zelda’s dad sighed. “We wouldn’t even have this problem if we had lived two hundred years ago.”

6 “I know,” replied Zelda. “People used to fix their own food. They grew it or shopped at places called grocery stores. They never knew how great a broken food maker could be!”

7 But after two more days, even Zelda and her sister were tired of ice cream. Zelda just wanted something—anything—that wasn’t cold and sweet.

8 Suddenly, Zelda smiled and said, “I have an idea! Let’s fix some food for ourselves, like in the old days. We could ask to pick some vegetables from the ship’s garden. It might even be fun to make our own meal.”

9 “Make a meal? How will we know if we’re picking beans or beets or broccoli?” Anka blurted out, shaking her head. “And, and . . . just how do we fix a potato?”

10 “That’s easy!” laughed Zelda. “The ship’s computer can help us. C’mon, let’s get started!”

Go On


11 All the grown-ups thought the girls had a great idea, even the ship’s captain. She’d had her fill of ice cream, too. “Just be sure to make me a big bowl of hot green beans. And add a side order of mashed potatoes!” the captain joked.

12 Zelda was so excited—they were going to be human food makers! She tried to remember the word once used for people who fixed meals. Then it came to her. They were called “cooks.”

1 Read the sentence from the story.

But the food maker on the spaceship had been broken for days.

What question does this sentence answer?

a How do food makers work on a spaceship?

B What kinds of food does the food maker make?

C Why does the food maker make only ice cream?

d What does a food maker look like?

2 What can you tell about the setting from the picture and the story?

a It takes place outside a restaurant.

B It takes place on another planet.

C It takes place inside a spaceship.

d It takes place next to an ice cream shop.


3 Read these sentences from the story.

“How can anyone get tired of ice cream?” Zelda’s sister Anka piped up. “This is like a dream come true!”

What kind of speaking voice could you use to show Anka’s point of view in these sentences?

a an excited voice

B a quiet voice

C a mean voice

d a surprised voice

4 How does Zelda meet the challenge of having a broken food maker?

a She makes the best of having to eat so much ice cream.

B She remembers that people who fix meals are called “cooks.”

C She thinks about planting a vegetable garden on the spaceship.

d She comes up with the idea of cooking a meal themselves.

5 Read the central message of this story.

Even good things are best in small amounts.

Which detail from the story supports this central message?

a The food maker stops working the way it should.

B People in Zelda’s time no longer shop at grocery stores.

C Zelda and Anka get tired of eating ice cream every day.

d Zelda thinks it might be fun to be a human food maker.

Go On


6 In the first part of the story, Zelda and her dad have different points of view about the broken food maker. Read their points of view below.

Zelda is happy about the broken food maker. Her dad doesn’t like that it is broken.

Write one detail from the story that supports the sentence about Zelda and one detail that supports the sentence about her dad.


read the passage. Then answer the questions that follow it.

Making an Egg Float in Waterby Stefan Anderson

You know that some things float in water and other things sink. Now use an egg, salt, and water to find out why. Are you ready to get started?

What You Will Need:

• fresh water • salt

• a clear drinking glass • a spoon

• an egg • a tablespoon

What to Do:

1. Fill the glass about half full with water.

2. Place the egg gently in the glass. Watch what happens.

3. Use the spoon to carefully remove the egg. Set the egg gently on the table.

4. Add 6 tablespoons of salt to the water. Stir until the salt disappears.

5. Place the egg gently in the glass. Watch what happens now.

Fresh Water Salt Water

Go On


What Happened?

1 The egg sank in the fresh water. It floated in the salt water. Why? The answer can be explained by looking at what things are made of.

2 Everything is made up of tiny bits of matter. The bits are so small that people can’t even see them.

3 Some things are made of tiny bits that are packed close together. These things are dense. Other things are made of tiny bits that are spread far apart. These things are less dense.

4 In the fresh water, the egg sank. The egg was denser than the water. But when you added salt to the water, you packed more tiny bits into it. You made the water denser than the egg. This caused the egg to float.

5 A glass of salt water and a glass of fresh water don’t weigh the same. Which one do you think weighs more? The glass of salt water does. Salt water is denser, which means it’s made up of more tiny bits. These extra bits add extra weight.


7 What should happen before you place the egg in the glass for the first time?

a The water should be stirred well with the spoon.

B Salt should be added to the glass of water.

C The glass should be filled about half full of water.

d The water and salt should be mixed together.

8 What is the meaning of the word “remove” in step 3?

a break apart

B stir around

C settle down

d take out

9 How does the picture help you understand what happens in steps 2 and 5?

a It shows how to pour an equal amount of water into each glass.

B It shows that the egg sinks in fresh water and floats in salt water.

C It shows which kinds of eggs are less dense than other eggs.

d It shows why fresh water is always clearer than salt water.


Go On

10 What does paragraph 3 under “What Happened?”mostly tell about?

a why salt water weighs more than fresh water

B how to make an egg float in water

C why we can’t see the tiny bits that things are made of

d what it means when things are dense or less dense

11 Which sentence from the passage tells why the egg sank in the fresh water?

a “Everything is made up of tiny bits of matter.”

B “The bits are so small that people can’t even see them.

C “The egg was denser than the water.”

d “You made the water denser than the egg.”

12 Look back at the last paragraph of the passage. The author makes the point that salt water weighs more than fresh water. What reason does the author give to support this point?


13 Look at this electronic menu.

Animals Plants Weather SpaceWater Light

ScienceNews

TOPICS

Home Projects TopicsVideos

Which link would be best to click on if you wanted to learn about the size of an owl egg?

a Animals

B Plants

C Light

d Weather


read the poem. Then answer the questions that follow it.

Mice’s Songby Ivy O. Eastwick, Highlights

Cheese on toast

delights us most.

Please leave a little

beneath the table.

5 Crackers and cheese

are sure to please,

And we shall eat

as much as we’re able.

Cheeseless food

10 is not so good,

But if we’re hungry

we wouldn’t mind it.

Whatever’s to spare,

please leave it where

15 It’s easier for

us mice to find it.Go On


14 The poet uses the words “leave” and “little” in the third line of the poem. Which answer best tells why the poet uses these words?

a They rhyme with each other.

B They end with the same letter.

C They help the reader picture the mice.

d They have the same beginning sound.

15 Read these lines from the poem.

Crackers and cheese are sure to please,

How do the mice feel about eating crackers and cheese?

a The mice would be very happy to find food like that.

B The mice would rather eat another kind of cheese.

C The mice worry about asking for a different meal.

d The mice are hoping to find more crackers on the floor.

16 Which lines from the poem best tell about the picture of the mice?

a “Please leave a little beneath the table.”

B “And we shall eat as much as we’re able.”

C “Cheeseless food is not so good,”

d “But if we’re hungry we wouldn’t mind it.”


17 Read these lines from the poem.

Whatever’s to spare, please leave it where

Which answer best tells why the poet uses the words “spare” and “where” at the end of these lines?

a The words have the same number of letters.

B The words rhyme and give the poem rhythm.

C The words are repeated in other lines of the poem.

d The words help tell why the mice are always hungry.

18 Find two lines from the poem that rhyme. Write them below. Then write a sentence that explains what the lines tell about.

Two lines that rhyme:

What the lines tell about:

STOP


Assessment 2

SeSSion 2

read the story. Then answer the questions that follow it.

Captain Do-Gooderby Lisa Wheeler, Children’s Playmate Magazine

1 Captain Do-Gooder, world-famous superhero, was having a very busy week.

2 On Monday, he saved a small island from a raging typhoon.

3 On Tuesday, he helped the astronauts land the space shuttle.

4 On Wednesday, he untangled a massive traffic jam in Skyscraper City.

5 The rest of the week was the same. He prevented one disaster after another. By Sunday, Captain Do-Gooder was tired.

6 “I could use a rest,” said Captain Do-Gooder. “I think I will take the day off.”

7 Captain Do-Gooder decided to go see a movie. The Cina-Plex was showing a new 3-D adventure. As he sat eating popcorn and waiting for the picture to start, he noticed that the red-haired boy in front of him had a problem.

Go On


8 “Excuse me, red-haired boy,” Captain Do-Gooder said in his deep superhero-like voice. “You forgot to get your 3-D glasses. You will need them to see this movie.”

9 “Gee, thanks a lot, Captain Do-Gooder,” said the red-haired boy. “You saved me from a major 3-D catastrophe!”

10 “All in a day’s work,” said Captain Do-Gooder. Oops! It’s my day off, he remembered. I’m not supposed to be working.

11 On his way home from the movies, Captain Do-Gooder heard a crying sound coming from above his head. He looked up and saw a small kitten stuck in a tree.

12 “Poor kitty,” he said in a not-so-superhero-like voice. “I will get you down.” Captain Do-Gooder zoomed up and gently removed the kitten from the tree. When they were both safely on the ground, he noticed that the kitten was very thin and had no collar.

13 “I will take you home with me,” Captain Do-Gooder said as he stroked the kitten’s fur. The kitten purred happily in agreement.

14 Later that night, as Captain Do-Gooder relaxed on the sofa, he looked at the kitten sleeping peacefully in his lap. “Taking the day off was just what I needed,” he whispered.


19 What do you learn about Captain Do-Gooder at the beginning of the story?

a He spends most of his time helping people in space.

B He goes to the movies whenever he takes a day off.

C He is a famous superhero who helps people in many ways.

d He enjoys resting on the couch whenever he’s not working.

20 Look at the chart below. It tells the order of some events in the beginning and middle of the story.

1 2 3Captain Do-Gooder untangles a traffic jam.

Captain Do-Gooder goes to see a 3-D movie.

Which sentence belongs in the empty box?

a Captain Do-Gooder helps to land the space shuttle.

B Captain Do-Gooder decides to take a day off.

C Captain Do-Gooder reminds a boy to get his special 3-D glasses.

d Captain Do-Gooder saves a kitten that is stuck in a tree.

21 Which best tells why the author repeats the word “On” and then a day of the week at the beginning of paragraphs 2, 3, and 4?

a to tell how busy Captain Do-Gooder is helping people

B to tell what Captain Do-Gooder does every day of the week

C to tell that Captain Do-Gooder is good at doing a few things

d to tell that Captain Do-Gooder only works three days a week

Go On


22 How does Captain Do-Gooder respond to the challenge of seeing others who need help?

a He helps them when he’s not too busy.

B He helps them even if it’s his day off.

C He helps them after he’s had some rest.

d He helps them unless it’s Sunday.

23 Recount the story. Be sure to use your own words. Tell what happens in the beginning, middle, and end of the story.


read the passages. Then answer the questions that follow them.

Better Times for Buffaloby Kurt Nyberg

1 For thousands of years, great herds of buffalo found a perfect home on the plains of our country. Wide prairies stretched from the Mississippi River to the Rocky Mountains. The tall grasses there gave buffalo herds an endless amount of food. Tens of millions of buffalo, also known as bison, once roamed over the land.

A herd of buffalo feeding on prairie grass.

One Big Beast

2 It takes a lot of grass to feed a buffalo. The first buffalo were twice as big as the ones we know today. They weighed as much as two cars. And they had horns six-feet wide! The modern buffalo is still one big animal. It can stand six feet tall at the hump and weigh a ton.

Go On


Thankful Hunters

3 Buffalo were very important in the lives of many Native Americans. They hunted the buffalo for food. They used buffalo skins, also called “hides,” to make clothes and tents. They even made rope, bowstrings, and tools from parts of the animal. They did not waste a thing. The Native Americans were thankful for all the buffalo gave them.

4 Native Americans hunted buffalo for thousands of years. They only took what they needed to live. So the buffalo herds stayed big and strong.

A Terrible Change

5 That all changed in the 1800s when white settlers came. Some were hunters and trappers. They made money selling animal skins. Many people in the East wanted to buy buffalo skins. So hunters shot millions of buffalo just for their hides. Sometimes travelers even shot buffalo just for fun.

6 Sadly, the huge herds disappeared from the plains. Soon the only wild bison left lived in Yellowstone National Park. By 1902, park rangers counted less than thirty buffalo.

7 Luckily, a few people around the country did not want the animals to disappear from the earth. They understood the need to save the buffalo. They began raising buffalo to free back into the wild.


Together Again

8 Native Americans have played a big part in saving the buffalo. Some tribes started a group in 1991. The group works to bring buffalo back to their tribal lands. The group has grown from nineteen to forty tribes. They have built up a herd of over ten thousand buffalo. The group’s great respect for the beasts has brought Native Americans and the buffalo together once more.

9 Today, more than two hundred thousand buffalo live in parks and on ranches. And all those people who worked to save them agree: It’s good to have the buffalo back.

Go On


Bringing Back the Buffaloby Keesha Lewis

1 Once, millions of buffalo lived on the American prairies. Then, for a time, the herds all but disappeared. At one point, very few wild buffalo were left in all of America. What had happened to the great herds? And how had they almost been wiped out?

A buffalo in Yellowstone Park.

Trouble for the Herds

2 Native Americans needed the buffalo to stay alive. They ate buffalo meat and used their hides, or skins, to make clothes and tents. They hunted only as many buffalo as they needed to survive.

3 Then in the 1800s, huge numbers of hunters and settlers began moving west. Some of them made a living selling buffalo hides and meat. Others fenced in the land for cattle and crops.


4 For a time, killing buffalo became a sport. Hunters even held contests to see who could kill the most buffalo. Before long, only a few hundred buffalo were left. And most of them lived on ranches, not in the wild.

Help for the Buffalo

5 In 1872, President Grant created the first national park in the world. He wanted to protect some of the wild and beautiful areas of our country. He also wanted to create a safe place for wild animals. The new park was called Yellowstone.

6 At first, no one understood what had happened to the huge buffalo herds in the United States. Then people learned that the last of the wild buffalo were living inside the new park. By 1902, there were less than thirty of them. Scientists became very worried. Would all the buffalo disappear?

7 A man named William Hornaday decided to take on the problem. He began working to let people know that wild buffalo needed everyone’s help. Hornaday and others started a group to help save the wild buffalo. They raised money to send buffalo to safe places in the wild. To create new wild herds, buffalo from ranches were also sent to live in Yellowstone and other parks.

Wild Buffalo Today

8 Today, as many as four thousand wild buffalo live at Yellowstone. And thousands more live in other parks and wildlife areas. We will never again see the giant herds of wild buffalo that once roamed the grasslands. But thanks to Hornaday and others like him, these great animals will be around for years to come.


24 Which sentence from “Better Times for Buffalo” tells why buffalo herds were big and strong when only Native Americans hunted them?

a “The first buffalo were twice as big as the ones we know today.”

B “Native Americans hunted buffalo for thousands of years.”

C “They only took what they needed to live.”

d “They made money selling animal skins.”

25 In paragraph 8 of “Better Times for Buffalo,” the author tells about people who have worked to save the buffalo. Who does the author tell about?

a park rangers

B people who own ranches

C Native Americans

d hunters and settlers

26 What is the author’s main purpose for writing “Bringing Back the Buffalo”?

a to tell how people have hurt and helped wild buffalo

B to tell who set up a park that gave wild animals a safe place to live

C to tell how Native Americans and settlers treated the buffalo

d to tell about a man who started a group to save the wild buffalo

Go On


27 Which text feature in “Bringing Back the Buffalo” would help you find out why the wild buffalo were almost wiped out?

a the caption under the photo of the buffalo

B the subheading “Trouble for the Herds”

C the bold print word “hides”

d the subheading “Wild Buffalo Today”

28 Which sentence tells a point that was made by the authors of both passages?

a The first buffalo were much bigger than the ones we know today.

B Native Americans used buffalo skins to make clothes and tents.

C Hunters held contests to see who could shoot the most buffalo.

d Scientists became worried that so few wild buffalo were left.

29 Which idea is in “Bringing Back the Buffalo” but not in “Better Times for Buffalo”?

a Buffalo skins are also called “hides.”

B Hunters killed huge numbers of buffalo.

C Tall grasses gave the buffalo as much food as they needed.

d President Grant created a new park called Yellowstone.


30 In the chart below, write three important points from each passage that tell about what people did to help save the buffalo.

Better Times for Buffalo Bringing Back the BuffaloPoint 1: Point 1:

Point 2: Point 2:

Point 3: Point 3:

How are the points about what people did to help save the buffalo in “Better Times for Buffalo” like the points about what people did in “Bringing Back the Buffalo”? How are they different? Write your answer on the lines below.

How they are alike:

How they are different:

STOP

©Curriculum Associates, LLC Copying is not permitted.51

Ready® Assessments, Reading, Grade 2 Answer Form

Name

Teacher Grade

School City

Assessment 1

Session 1 1. A B C D

2. A B C D

3. A B C D

4. A B C D

5. See page 3. 6. A B C D

7. A B C D

8. A B C D

9. A B C D


12. A B C D

13. A B C D

14. A B C D

15. See page 11.


17. A B C D

18. A B C D

19. A B C D

20. A B C D

21. See page 16. 22. A B C D

23. A B C D

24. A B C D

25. A B C D

26. A B C D

27. A B C D

28. A B C D

29. A B C D

30. See page 24.


2. A B C D

3. A B C D

4. A B C D

5. A B C D


8. A B C D

9. A B C D

10. A B C D

11. A B C D

12. See page 33. 13. A B C D

14. A B C D

15. A B C D

16. A B C D

17. A B C D

18. See page 37.


20. A B C D

21. A B C D

22. A B C D

23. See page 41. 24. A B C D

25. A B C D

26. A B C D

27. A B C D

28. A B C D

29. A B C D

30. See page 49.

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Too Much of a Good Thing - Broward County Public Schools...Too Much of a Good Thing by Sybil Parrish 1 Zelda pressed the button on the spaceship’s food maker. Normally, a food maker